Dr. Roxana Reichman Gordon Academic College Haifa, ISRAEL

Presentation Curriculum assessment Theoretical (including philosophical) background TQM (total quality management) The three states of curriculum *** Dilemmas and challenges Six step approach to curriculum development and assessment Seven step review process of assessment Conclusions and discussion

Curriculum assessment Assessment: compares what has been accomplished (evidence) with what should have been accomplished (criteria) and then makes a judgment about how well it was done. (Taylor, 1997) Top down assessment XXX Bottom up assessment XXX Peer evaluation VVV Self evaluation VVV Validity: does the instrument measure what it was supposed to measure? Reliability: Do two or more specialists assess the ‘product’ in a similar way? Criteria (in our case it was presented in Landau) Accountability (in our case to TEMPUS, EU, our own institutions, schools, society)

Miller & Seller (1985) meta orientations Purposes of the curriculum according to philosophical approaches (Instructional leaders need to be clear on their orientation) Essentialism : Transmission Of facts, skills & values to students Stresses mastery of traditional school subjects through traditional teaching methodologies Experimentalism : Transaction Dialogue between student & curriculum Reconstruction of knowledge; strategies & their application; development of cognitive skills Existentialism : Transformation Personal & social change

TQM = Total quality management A philosophy that is process based, fact based and believes in total involvement Quality is a ‘slippery concept’ and therefore criteria are needed. Four criteria (quality imperatives): The moral imperative: the duty to provide significant opportunities for learning The professional imperative: the duty of teachers to continue their own PD in order to better serve the students’ needs. The competitive imperative: improving the curriculum, the teaching methods. Accountability imperative: school as part of the community. (standards dilemma)

The three states of the curriculum (Prideaux, 2003) The planned curriculum – what is intended by the designers? The delivered curriculum – what is taught by the teachers? The experienced curriculum – what is learned by the students?

Dilemmas and challenges Teachers Role conflict : when the teachers face conflicting expectations as part of their job requirements. Role ambiguity: when there is confusion regarding the responsibility of the teaching outcomes. Students Critical thinking! Does it include criticism of multiculturalism (Blainey, Hirst)? Multiculturalism in areas of conflict Women issues and multiculturalism

Teacher proof curriculum (60s-70s) The aim was to minimize the teacher's control on curriculum development by creating a firm relationship among educational objectives, curriculum content, and assessment tools. The means: a well structured course of studies, well supported by rich and motivating materials such that teachers could not stand in the way of a direct transaction between the learner, the student, and the learning recourses the curriculum package. The teacher-proof curriculum was designed by curriculum experts, removed from the local school community, so that any teacher who uses the curriculum will have the same results. Result: it reinforces the existing culture of teaching.

Empowered teachers as partners Assumptions: teachers are intelligent skilled professionals willing to work in order to succeed. Curriculum specialists can’t be aware of all local issues. The means: PD which exposes the teachers to the theories (of multiculturalism), is open to take into consideration local aspects (which can be crucial). The curriculum is open to interpretations. The curriculum specialists and the teachers work together (coalition) and decide which is the best way to work with specific groups of students (win-win). Result: the culture of teaching is transformed.

Visual model of the review process concept ( Hale, 2008 )

The seven step review process

Conclusions Significant curriculum change influences the institutional culture. Teachers’ professional development is part of the curriculum development. We must provide help during the implementation. We must evaluate curriculum development, teacher delivery and student learning !

Questions ???